Recent Publications

Recent Publications


Hughes, S. (forthcoming). Snapping as a resource for endorsing a critical stance. Bulletin Suisse de Linguistique Appliquée 117.

Waring, H. Z. (forthcoming). Education. In A. Carlin, A. Dennis, K. N. Jenkings, O. Lindwall & M. Mair (Eds.), Routledge handbook on ethnomethodology and conversation analysis. New York: Routledge.

Yu, D. (forthcoming). Delegitimizing the “Other” at US Political Town Hall Meetings. In H.Z. Waring & N, Tadic (Eds.), Critical Conversation Analysis. Multilingual Matters.

Carpenter, L. B. (2023). Supporting student–teacher development of elicitations over time: a conversation analytic intervention. Classroom Discourse14(2), 109-127.

Fagan, D.S. (2023, June). Expanding my community of "learning collaborators" at the TESOL Convention. TEIS: The Newsletter for the TESOL International Association Teacher Education Interest Section. http://newsmanager.commpartners.com/tesolteis/issues/2023-06-09/3.html

Fagan, D.S. (2023, Spring). President's Letter- Maryland TESOL: At the precipice for moving the field into tomorrow. Maryland TESOL Quarterly. https://marylandtesol.com 

Fagan, D.S. (2023, Winter). President's Letter: Let Maryland TESOL help get you into your rhythm for 2023! Maryland TESOL Quarterly. https://marylandtesol.com

Tadic, N. (2023). Preference organization and possible-isms in institutional interaction: The case of adult second language classrooms. Language in Society, 1-27.

Takahashi, J. (2023). Behind the invisible curtain: Silence as a multimodal negotiation space in group Q-and-A sessions at a Japanese university. Journal of Silence Studies in Education.

Romig, M. (2023). Pronunciation, grammar, and vocabulary explanations in pedagogical interaction. Studies in Applied Linguistics and TESOL, 23(1), 1-17. https://doi.org/10.52214/salt.v23i1.10286

Fagan, D.S. (2022, Fall). President's Letter: "Fall" into advocacy. Maryland TESOL Quarterly. https://marylandtesol.com

Fagan, D.S. (2022, Summer). President's Letter: An exciting new year ahead! Maryland TESOL Quarterly. https://marylandtesol.com

Fagan, D.S., & Pentón Herrera, L.J. (2022). Supporting English learners with disabilities. The State Education Standard: The Journal of the National Association of State Boards of Education, 22(1), 26-31. https://www.nasbe.org/supporting-english-learners-with-disabilities/ 

Fagan, D.S. (2022, Spring). A state of change: The future for Maryland’s English learners. Maryland TESOL Quarterly. https://marylandtesol.com

Fagan, D.S. (2022, Winter). “Breaking Through, Pushing Forward Together”: Celebrating Maryland TESOL’s 41st Annual Fall Conference. Maryland TESOL Quarterly. https://marylandtesol.com

Frantz, K. K. (2022). “It’s not scientific enough”: Analyzing the development of academic criticism in a graduate student writer. Studies in Applied Linguistics and TESOL, 22(1). https://doi.org/10.52214/salt.v22i1.9897 

Frantz, K. K. (March 2022). [Review of the textbook series Campus Talk: Effective communication beyond the classroom, by S. Dushku and P. Thompson (Eds.)]. Language Magazine.

Hughes, S. (2022). Socialization of appropriate classroom behavior: A micro-longitudinal conversation analytic account. Studies in Applied Linguistics and TESOL 22(1). https://doi.org/10.52214/salt.v22i1.9899

King, A. H. (2022). Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching. Linguistics and Education, DOI: 10.1016/j.linged.2022.101015

Lo, C. H. Y., & Frantz, K. K. (2022). Documenting change from a conversation analytic perspective: Introduction to the spring forum. Studies in Applied Linguistics and TESOL, 22(1). https://doi.org/10.52214/salt.v22i1.9896

Matsuoka, M., Tabata, N., Mitsumura, M., Takahashi, J. & Takagi, H. (2022). Development of the Japanese version of the regulatory focus questionnaire. The Japanese Journal of Personality 2022, Vol. 30 No. 3, 144–147.

Romig, M. T. (2022). Review of Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy by S. Kunitz, N. Markee, & O. Sert. Studies in Applied Linguistics and TESOL, 21(2), 61-64.

Romig, M.T., & Horan, A. (2022). Taking grammar explanations off the board. Mosaic. https://drive.google.com/file/d/1nmKHQXvLNTFSeKKpbDekCknOO8FKLVfX/view

Yu, D. (2022). Tracing changes in a gun control Q&A: The story of “One Hundred Round Magazine Drums". Studies in Applied Linguistics & TESOL, 22(1), 26-32. https://doi.org/10.52214/salt.v22i1.9898

Frantz, K. K. (2021). Language learning in repeated storytellings: The case of repair practices. In J. Wong & H. Z. Waring (Eds.), Storytelling in multilingual interaction: A conversation analysis perspective. New York: Routledge.

Frantz, K. K. (2021). Responding to information requests: The case of inscribed object checks. Studies in Applied Linguistics & TESOL (SALT), 21(1), 1-19. https://doi.org/10.52214/salt.v21i1.6434

Frantz, K. K. (2021). [Review of the book Peacebuilding in Language Education: Innovations in Theory and Practice, by R. L. Oxford, M. Matilde Olivero, M. Harrison, and T. Gregersen (Eds.)]. Teachers College Record. https://www.tcrecord.org/Content.asp?ContentID=23822

Hughes, S. (2021). The role of sociocultural theory in L2 empirical research. Studies in Applied Linguistics and TESOL 21(1).  https://doi.org/10.52214/salt.v21i1.8394

Lo, C. H. Y., & Tadic, N. (2021). Managing a delicate telling in the adult ESL classroom: A single case analysis. In J. Wong & H. Z. Waring (Eds.), Storytelling in multilingual interaction: A conversation analysis perspective. New York: Routledge.

Reddington, E., Clemente, I, Waring, H. Z., & Yu, D. (2021). "Doing being collegial": Participants’ positioning work in Q&A sessions. In C. Ilie (Ed.), Questioning-answering practices across contexts and cultures. Amsterdam: John Benjamins. 

Romig, M. & Gillespie, S. (2021). From mentee to mentor: Building relationships and creating opportunities from a student-centered classroom. Mosaic, 51(2). Retrieved from https://sites.google.com/nystesol.org/nys-tesol-mosaic/current-issue 

Gilmanova, D., & Romig, M. (2021). The art of asynchronous teaching in a virtual ESL classroom: Planning, filming, and editing. Mosaic, 51(1). Retrieved from https://drive.google.com/file/d/1R9IguZNB_vloPWjLOMtqVbjyyZWLj1KW/view  

Song, G. & Waring, H. (2021). Nanun-prefacing in Korean storytelling. In J. Wong & H. Waring (Eds.), Storytelling in multilingual interactions: A conversation analysis perspective. New York: Routledge.

Takahashi, J. (2021).  Answering vs. exploring: Contrastive responding styles of East-Asian students and native-English-speaking students in the American graduate classroom. 

Linguistics and Education, 64.

Waring, H. Z. (2021). Conversation analysis. In K. Hyland, B. Paltridge & L. Wong (Eds.), The Bloomsbury companion to discourse analysis (2nd edition). London: Bloomsbury Publishing.

Waring, H. Z. (2021). Harnessing the power of heteroglossia: How to multitask with teacher talk. In S. Kunitz, O. Sert & N. Markee (Eds.), Emerging issues in classroom discourse and interaction. New York: Springer. 

Waring, H. Z. (2021). Multilingual storytelling and conversation analysis: An introduction. In J. Wong & H. Z. Waring (Ed.), Storytelling in multilingual interaction. New York: Routledge.

Waring, H. Z. (2021). Socializing the emotions of joy and surprise in parent-child interaction. In A. Weatherall & J. S. Robles (Eds.), Emotion in interaction. Amsterdam: John Benjamins.

Waring, H. Z., & Creider, S. C. (2021). Micro-reflection on classroom communication: A FAB Framework. Sheffield, UK: Equinox.

Wong, J., & Waring, H. Z. (Eds.) (2021). Story-telling in multilingual settings: A conversation analytic perspective. New York: Routledge.

Box, C.D. (2020). [Review of Mercer, S. & Kostoulas, A., Eds. (2018) Language teacher psychologyLanguage and Education

Creider, S. C. (2020). Student talk as a resource: Integrating conflicting agendas in math tutoring sessions. Linguistics & Education, 58. 

DelPrete, D. L., & Box, C. D. (2020). Navigating mother-adolescent daughter (dis)harmonious interactions. In L. Grujicic-Alatriste (Ed.), Language research in multilingual settings: Doing knowledge dissemination at the site of practice. Palgrave MacMillan.

Frantz, K. (2020). [Review of the book Subject Literacy in Culturally Diverse Secondary Schools: Supporting EAL Learners, by E. Daborn, S. Zacharias and H. Crichton]. Classroom Discourse.

King, A. H. (2020). Curating the Q&A: The art of moderating webinars. In H. Z. Waring & E. Reddington (Eds.), Communicating with the public: Conversation analytic studies. London, U. K.: Bloomsbury.

Lo, C. H. Y., & Yu, D. (2020). Enabling institutional messaging: TV journalists’ work with interviewee responses. In H. Z. Waring & E. Reddington (Eds.), Communicating with the public: Conversation analytic studies. London, UK: Bloomsbury.

Lo. C. H. Y. (2020). Wearing two hats: managing affiliation and instruction when responding to learner-initiated experiences in the adult ESL classroom. Classroom Discourse, 11(3), 272-291.  

Choe, A. T., & Reddington, E. (2020). But-prefacing for refocusing in public talk. In H. Z. Waring & E. Reddington (Eds.), Communicating with the public: Conversation analytic studies. Bloomsbury.

Tadic, N. & Yu, D. (2020). Constructing the audience in informational media Interviews. In H. Z. Waring & E. Reddington (Eds.), Communicating with the public: Conversation analytic studies. London, U. K.: Bloomsbury.

Waring, H. Z. (2020). Beyond neutrality and adversarialness: The case of platform questions. In H. Z. Waring & E. Reddington (Eds.), Communicating with the Public: Insights from conversation Analysis. London: Bloomsbury Publishing.

Waring, H. Z., & Reddington, E. (Eds.) (2020). Communicating with the public: Conversation analytic studies. London: Bloomsbury Publishing.

Wong, J., & Waring, H. Z. (2020). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers (2nd edition) New York: Routledge.

Yu, D., & Tadic, N. (2020). Narrating the visual: Projecting and accounting for actions in webinar Q&As. In H. Z. Waring & E. Reddington (Eds.), Communicating with the public: Conversation analytic studies. London, U. K.: Bloomsbury.

Fagan, D.S. (2019). Teacher embodied responsiveness to student displays of trouble within small-group activities. In J.K. Hall & S.D. Looney (Eds.), The embodied achievement of teaching (pp. 100-121)Bristol, UK: Multilingual Matters. 

Fagan, D.S. (2019, September). Interweaving teaching and student-centeredness in small-group. AL Forum: The Newsletter for the TESOL Applied Linguistics Interest Section. Retrieved from http://newsmanager.commpartners.com/tesolalis/issues/2019-08-26/4.html.

Frantz, K. (2019). Language learning in repeated storytellings: An analysis of one learner’s repair practices. Studies in Applied Linguistics and TESOL, 19(2), 61-80.

Reddington, E., Yu, D., & Tadic, N. (2019). A tale of two tasks: Facilitating storytelling in the adult ESL classroom. In J. K. Hall & S. D. Looney (Eds.), The embodied achievement of teaching. Bristol: Multilingual Matters.

Tadic, N. (2019). "My brain hurts:" Incorporating learner interests into the classroom. Language and Education, 33(1), 68-84.

Tadic, N. & Box, C. D. (2019). Attending to the interpersonal and institutional contingencies of interaction in an elementary classroom. In J. K. Hall & S. Looney (Eds.), The embodied achievement of teaching. Bristol, U. K.: Multilingual Matters.

Takahashi, J. (2019). East Asian and native-English-speaking students’ participation in the graduate-level American classroom. Communication Education, 68(2), 215-235.

Waring, H. Z. (2019). Developing interactional competence with limited linguistic resources. In M. R. Salaberry & S. Kunitz (Eds.), Teaching and testing L2 interactional competence: bridging theory and practice (pp. 215-227). New York: Routledge.

Waring, H. Z. (2019). Voicing as a child resource for becoming “an inch taller.” Semiotica231, 147-169.

Waring, H. Z., & Carpenter, L. (2019). Gaze shifts as a resource for managing attention and participation. In J. K. Hall & S. Looney (Eds.), The embodied, interactional achievement of teaching. Clevedon: Multilingual Matters.

Waring, H. Z. (2019). Problematizing information-seeking wh-questions. Language and Communication64, 81-90.

Waring, H. Z. (2019). The what and how of English language teaching: Conversation analytic perspectives. In X. Gao (Ed.), Second handbook of English language teaching. New York: Springer. 

Yu, D. (2019). Bill Maher Profile. In J. Baumgartner (Ed.), American Political Humor: Masters of Satire and Their Impact on U.S. Policy and Culture. ABC-CLIO. 

Boblett, N. (2018). Doing exploratory talk in the language classroom: A sequential account. Hacettepe University Journal of Education, 33, 261-177.

Fagan, D.S. (2018). Addressing learner hesitancy-to-respond within initiation-response-feedback sequences. TESOL Quarterly, 52, 425-435. 

Jacknick, C. & Creider, S. (2018). A chorus line: Engaging (or Not) with the open floor. Hacettepe University Journal of Education. Special Issue on "Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives.” 33, 72-92. 

King, A. H. (2018). Collaborative completions in everyday interaction: A literature review. Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL18(2), 1-14. 

King, A. H. (2018). Joint initiation and joint feedback: Connecting collaboration with pedagogy in co-teaching. Hacettepe University Journal of Education, 33, 4-15.

King, A. H. (2018). Doing being the moderator: Use of ‘Respondent Selection’ during webinar Q&As. Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL, 18(1), 23-30.

King, A. H. (2018). [Review of Raymond, G. Lerner, G. & Heritage, J. (2017) Enabling Human Conduct: Studies of Talk-in-interaction in Honor of Emanuel A. Schegloff.] Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 18(1), 51-55.

Reddington, E. (2018). Managing participation in the adult ESL classroom: Engagement and exit practices. Classroom Discourse, 9(2), 132-149.

Takahashi, J. (2018). Practices of self-selection in the graduate classroom: Extension, redirection, and disjunction. Linguistics and Education, 46,70-81.

Takahashi, J., & Song, G. (2018). In pursuit of conversation analysis: An interview with Professor John Heritage. Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL, 18(1), 59-63. 

Waring, H. Z. (2018). Teaching L2 interactional competence: Problems and possibilities. Classroom Discourse9(1), 57-67.

Waring, H. Z., & Song, G. (2018). Advice in education. In E. MacGeorge & L. Van Swol  (Eds.) The Oxford handbook of advice (pp. 217-236). Oxford: Oxford University Press.

Waring, H. Z., Reddington, E., Yu, D., & Clemente, I. (2018). Going general: Responding to yes-no questions in informational webinars for prospective grant applicants. Discourse & Communication12(3), 307-327. 

Waring, H. Z., & Yu, D. (2018). Life outside the classroom as a resource for language learning. Language Learning Journal, 46(5), 660-671.

Yu, D., & Tadic, N. (2018). Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&As. Working Papers in Applied Linguistics & TESOL18(1), 31-35.

Messerli, T., & Yu, D. (2018). Multimodal Construction of Soccer-Related Humor on Twitter and Instagram. In R, Askin, C. Diederich, & A, Bieri (Eds.), The Aesthetics, Poetics, and Rhetoric of Soccer. Routledge.

Boblett, N., & Waring, H. Z. (2017). The corrective feedback assignment: Seeing error correction in slow motion. In T.C.S. Farrell (Ed.), TESOL voices: Insider accounts of classroom life (pp. 93-100). Alexandria, VA: TESOL International Association.

Lo, C. H. Y. (2017). [Review of Waring, H. (2017) Discourse Analysis: The Questions Discourse Analysts Ask and How They Answer Them]. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics17(2), pp. 21-35.

Lo, C. H. Y. (2017). [Review of Alatriste L. (2017) Linking Discourse Studies to Professional Practice]. WORD63(4), 289-292.

Waring, H. Z. (2017). Discourse analysis: The questions discourse analysts ask and how they answer them. New York: Routledge.

Waring, H. Z., & Yu, D. (2017). Crying as a resource for renegotiating a “done deal” in parent-child interaction. Research on Children and Social Interaction1(2), 116-140.

Carpenter, L. (2016). Managing the Participation of a Young Learner: A Multimodal Teacher Practice. Teachers College, Columbia University Working Papers in TESOL and Applied Linguistics16(2) 24-28. 

Fagan, D.S. (2016, July). Piecing the puzzle together: Considerations for teachers applying research findings to their English learner instruction. Secondary Accents: The Newsletter for the TESOL Secondary Schools Interest Section. Retrieved from http://newsmanager.commpartners.com/tesolssis/issues/2016-07-06/4.html.

Lo, C. H. Y. (2016). Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics16(2).

Ma, J. Y. (2016). Ensemble learning and knowing: Developing a walking scale geometry dilation strategy. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowing and learning in interaction: A synthetic agenda for the learning sciences (pp. 292-310). New York, NY: Rutledge.

Tadic, N. (2016). Signaling learner stance through multimodal resources. Working Papers in TESOL & Applied Linguistics, 16(2), 44-50.

Wagner, E., & Wagner, S. (2016). Scripted and unscripted texts used in listening tasks on high stakes tests in China, Japan, and Taiwan. In V. Aryadoust and J. Fox (Eds.), Trends in language assessment research and practice: The view from the Middle East and Pacific Rim. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.  

Waring, H. Z. (2016). Theorizing pedagogical interaction: Insights from conversation analysis. New York: Routeldge.

Waring, H. Z., Reddington, E., & Tadic, N. (2016). Responding artfully to student-initiated departures in the adult ESL classroom. Linguistics and Education33, 28-39.

Box, C.D. (2015). When and how students take the reins: Specifying student initiatives intutoring sessions with preschool-aged children. Applied Linguistics Review, 6, 43-62. 

Clemente, I. (2015). Uncertain Future: Communication and Culture in Childhood Cancer Treatment. Oxford & New York: Wiley Blackwell.

Fagan, D. S. (2015). Managing language errors in real-time: A microanalysis of teacher practices. System55, 74-85. doi: 10.1016/j.system.2015.09.004.

Fagan, D. S. (2015). When learner inquiries arise: Marking teacher cognition as it unfolds “in-the-moment”. Ilha do Desterro [A Journal of English Language, Literatures in English and Cultural Studies], 68, 75-90. doi: 10.5007/2175-8026.2015v68n1p75.

Hall, R., Ma, J. Y., & Nemirovsky, R. (2015). Re-scaling bodies in/as representational instruments in GPS drawing. In V. R. Lee (Ed.), Learning technologies and the body: Integration and implementation in formal and informal learning environments (pp. 112-131). New York, NY: Routledge.    

Milburn, T. (Ed.) (2015). Communicating User Experience: Applying Local Strategies Research to Digital Media Design. Studies in New Media Series. Lantham, MD: Lexington Books (an imprint of Rowman & Littlefield).

Milburn, T. & Hansen, A. (2015). Joining a new nonprofit board of directors: Beginning with the strategic plan.  In J. M. Smith & M. Kramer (Eds.), Case Studies of Nonprofit Organizations and Volunteers. (pp. 75-81). New York, NY: Peter Lang Publishing.

Hansen, A. & Milburn, T. (2015).  Enacting culture through conversation: Membership Categorization in two nonprofit organizations. Special Issue on Intercultural Nonprofit Partnerships. Y-W. Chen, B. Lawless, & A. Gozalez (Eds.). Journal of International & Intercultural Communication. 8(3), 1-13. 

Tadic, N., & Yu, D. (2015). Guest Editor of Forum on From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan. Working Papers in TESOL & Applied Linguistics, 15(1), 33-45. 

Tadic, N.Yu, D., & Seong, Y. (2015). An interview with APPLE Lecture Speaker Professor James Paul Gee. Working Papers in TESOL & Applied Linguistics, 15(1), 54-56.

Wagner, S. (2015). Asymmetrical aspects of knowledge in mediation talk. In L. Grujicic-Alatriste (Ed.), Linking discourse studies to professional practice. Bristol, UK: Multilingual Matters.

Wagner, S., & Lopez, J. G. (2015). Meeting the challenges of service-learning teaching with international TESOL student teachers. In A. Wurr and J. Perren (Eds.), Learning the Language of Global Citizenship: Strengthening Service-Learning in TESOL. Champaign, IL: Common Ground Publishing.

Waring, H. Z. (2015). Promoting self-discovery in the language classroom. International Review of Applied Linguistics (IRAL)53(1), 61-85.

Fagan, D.S. (2014). Beyond “Excellent!”: Uncovering the systematicity behind positive feedback turn construction in ESL classrooms. Novitas-ROYAL (Research on Youth and Language), 8, 45-63. Retrieved from: http://www.novitasroyal.org/Vol_8_1/4.Fagan.pdf.  

Jacknick, C.M., Box, C.D., & Waring, H.Z., Eds. (2014). Talk in Institutional Settings: A LANSI Volume. Cambridge: Cambridge Scholars Press.

Ma, J.Y., & Munter, C. (2014). The spatial production of learning opportunities in skateboard parks. Mind, Culture, and Activity, 21, 238-258.

Wagner, S. (2014). Review of the book The Handbook of Discourse Analysis. Modern Language Journal, 98.

Wagner, S. (2014). The interactive demonstration of interactional competence in the ITA TEACH test. Working Papers in Educational Linguistics, 29.

Waring, H. Z. (2014). Managing control and connection in the language classroom. Research in the Teaching of English49(1), 52-74.

Waring, H. Z. (2014). Mentor invitation for reflection in post-observation conferences. Applied Linguistics Review5(1), 99-123.

Waring, H. Z. (2014). Turn allocation and context: Broadening participation in the second language classroom. In J. Flowerdew (Ed.), Discourse in context: Contemporary applied linguistics Volume 3 (pp. 301-320). London: Bloomsbury Publishing.

Boblett, N. (2013). Mothers and sisters. Teachers College Columbia University Working Papers in TESOL & Applied Linguistics, 13(1), 39-41.

Box, C.D., Creider, S.C., & Waring, H.Z. (2013). Talk in the second and foreign language classroom: A review of the literature. Journal of Contemporary Foreign Language Studies396(12), 86-97. 

Kieffer, M.J., & Box, C.D. (2013). Derivational morphological awareness, academic vocabulary, and reading comprehension in linguistically diverse sixth graders. Learning & Individual Differences, 24, 168-175

Clemente, I. (2013). Pain in cultural and communicative contexts. In P. McGrath, B. Stevens, S. Walker & W. Zempsky (Eds.), Oxford Textbook of Paediatric Pain. Oxford: Oxford University Press.

Aiarzaguena, J. M., Gaminde, I., Clemente, I., & Garrido, E. (2013). Explaining medically unexplained symptoms: Somatizing patients’ responses in primary care. Patient Education and Counseling93(1), 63-72.

Witteborn, S., Milburn, T. & Ho, E. (2013). The Ethnography of Communication as Applied Methodology: Insights from Three Case Studies. Journal of Applied Communication Research. Vol. 41(2), 188-194.

Reddington, E. (2013). Category terms as story-telling shortcuts. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics13(1).

Reddington, E. (2013). Introduction: Membership categorization in action. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics13(1).

Reichelt, M., Salski, Ł., Andres, J., Lowczowski, E., Majchrzak, O., Molenda, M., Parr-Modrzejewska, A., Reddington, E., & Wisniewska-Steciuk, E. (2013). “A table and two chairs”: Starting a writing center in Łódź, Poland. Journal of Second Language Writing22, 277-285.

Tadic, N. (2013). Being a woman: Membership categorization in interaction. Working Papers in TESOL & Applied Linguistics, 13(1), 25-28.

Waring, H. Z. (2013). Managing the competing voices in the language classroom. Discourse Processes50(5), 316-338.

Waring, H. Z. (2013). Managing Stacy: A case study of turn-taking in the language classroom. System41(3), 841-851.

Waring, H. Z. (2013). "How was your weekend?": Developing the interactional competence in managing routine inquiries. Language Awareness22(1), 1-16.

Waring, H. Z. (2013). Doing being playful in the language classroom. Applied Linguistics34, 191-210.

Waring, H. Z. (2013). Two mentor practices that generate teacher reflection without explicit solicitations. RELC Journal: A Journal of Language Teaching and Research, 44(1), 103-119.

Waring, H. Z., Creider, C. C., & Box, C. D. (2013). Explaining vocabulary in the second language classroom: A conversation analytic account. Learning, Culture, and Social Interaction2, 249-264.

Wong, J. (2013). A coming of age of conversation analysis and applied linguistics. In Greer, T., C. Roever, & D. Tatsuki (Eds.), Pragmatics and Language Learning, Volume 13 (pp. 5-13). Manoa, Hawai’i: University of Hawai’i, National Foreign Language Resource Center.

Boblett, N. (2012). Scaffolding: Defining the metaphor. Teachers College Columbia University Working Papers in TESOL & Applied Linguistics, 12(2), 1-16.

Boblett, N. (2012). Negotiating participant status in participation frameworks. Teachers College Columbia University Working Papers in TESOL & Applied Linguistics, 12(1), 45-47.

Box, C.D. (2012). Embodied (non)participation in a tutoring session. Special Issue of Language and Information Society, 16. 79-108.

Clemente, I., Heritage, J., Meldrum, M. L., Tsao, J. C., & Zeltzer, L. K. (2012). Preserving the child as a respondent: Initiating patient-centered interviews in a US outpatient tertiary care pediatric pain clinic. Communication & medicine9(3), 203.

Fagan, D.S. (2012). ‘Dealing with’ unexpected learner contributions in whole-group activities: An examination of novice language teacher discursive practices. Classroom Discourse, 3, 107-128. doi: 10.1080/19463014.2012.716621.

Fagan, D.S. (2012). ‘Okay’ as a multifunctional resource for giving feedback in classrooms. Language & Information Society, 16, 9-41. Retrieved from http://linguistics.sogang.ac.kr/html/sub03_03.asp.

Fagan, D.S. (2012). Applying conversation analysis as a methodology for examining teacher knowledge in practice. In D. Soneson & E. Tarone (Eds.), Expanding our horizons: Language teacher education in the 21st century (pp. 183-205). Minneapolis, MN: University of Minnesota Press. 

Waring, H. Z. (2012). Yes-no questions that convey a critical stance in the language classroom. Language and Education26(5), 451-469

Waring, H. Z. (2012). "Any questions?": Investigating understanding-checks in the language classroom. TESOL Quarterly46(4), 722-752.

Waring, H. Z., Creider, S., Tarpey, T., & Black, R. (2012). Understanding the specificity of CA and context. Discourse Studies14(4), 477-492.

Waring, H. Z. (2012). The advising sequence and its preference structures in graduate peer tutoring in an American university. In H. Limberg & M. A. Locher (Eds.), Advice in discourse (pp. 97-118). Amsterdam: John Benjamins Publishing.

Waring, H. Z. (2012). Doing disaffiliation with now-prefaced utterances. Language and Communication32, 265-275.

Waring, H. Z., & Hruska, B. (2012). Problematic directives in pedagogical interaction. Linguistics and Education, 23, 289-300.

Box, C.D. (2011). Microanalyzing discourse in the second and foreign language classrooms: A review of the literature. Working Papers in TESOL & Applied Linguistics, 11(2), 1-14.

Jacknick, C. M. (2011). Breaking in is hard to do: How students negotiate classroom activity shifts. Classroom Discourse2(1), 20-38.

Jacknick, C. M. (2011). But this is writing”: Post-expansion in student-initiated sequences. Novitas-ROYAL (Research on Youth and Language)5(1), 39-54.

Ma, J.Y., & Singer-Gabella, M. (2011). Learning to teach in the figured world of reform mathematics. Journal of Teacher Education62, 8-22.

Milburn, T. (2010).  The Relevance of Cultural Communication:  For whom and in what respect? Forum: Has Communication Research Made a Difference? Communication Monographs, Vol. 77 (4), pp.440-442.

Wagner, S. (2011). Review of the book Learning Politeness: Disagreement in a second language. Modern Language Journal, 95.

Waring, H. Z. (2011). Learner initiatives and learning opportunities. Classroom Discourse2(2), 201-218.

Waring, H. Z., & Hruska, B. (2011). Getting and keeping Nora on board: A novice elementary ESOL student teacher's practices for lesson engagement. Linguistics and Education22, 441-455.

Wong, J. (2011). Pragmatic competency in telephone conversational openings. In Houck, N., & D. Tatsuki (Eds.), Pragmatics: Teaching Natural Conversation (p. 119-134). Alexandria, VA: TESOL (Teachers of English to Speakers of Other Languages).

Wong, J. (2011). Pragmatic competency in telephone conversational closings. In Houck, N., & D. Tatsuk (Eds.), Pragmatics: Teaching Natural Conversation(pp. 135-152). Alexandria, VA: TESOL.

Wong, J. & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. New York: Routledge.

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